What’s New
- Using graphic organisers in the Thinking Processes domain
- VCAA Bulletin P–10 – August 2008
- Multiculturalism in the VELS
- National Consumer and Financial Literacy Framework in the VELS
- Employability Skills Sample Units
- Concepts and Skills charts
Using graphic organisers in the Thinking Processes domain
To support teachers in understanding the Thinking Processes domain a series of graphic organiser examples have been developed to assist teachers in understanding the purpose of the thinking tools and how each could be used. Advice has also been written to explain what graphic organisers are, how they assist the thinking process and how they benefit student learning.
Each graphic organiser example indicates which Thinking Processes dimension it supports and identifies the key concept or skill they address. The examples use either a primary or secondary context to illustrate how the graphic organiser works and the key elements to think about to maximise the effectiveness of the tool. These examples are designed to be printed for display and to be used by teachers and students as a resource. Blank templates have also been devised as an electronic resource for use by teachers and students.
For more information see Graphic Organisers.
VCAA Bulletin P–10 – August 2008
VCAA Bulletin P–10, Issue 36 (PDF – 176KB)
The VCAA Bulletin P–10 provides information about curriculum and assessment for Prep to Year 10. It is published bi-monthly.
- Using graphic organisers in the Thinking Processes domain, page 2
- National Curriculum Board, page 3
- Multiculturalism in the VELS, page 3
- Assessment Maps update, page 5
- Level 6 Mathematics VELS implementation advice, page 5
- Interactive resources for the VELS at Languages Online, page 6
- About the NAPLAN Data Service 2008, page 7
- NAPLAN Professional Development, page 8
- NAPLAN 2009 Important Dates, page 8
- Observation visits to schools during 2008 NAPLAN testing, page 9
- VCAA Assessment Online, page 9
- INDEX: June 2007 to June 2008, page 10
- Distribution: 23 May 2008 to 23 July 2008, page 10
To view PDF files, you must have Adobe Acrobat Reader installed on your computer. If you do not have this you can download the latest free version from the Adobe website.
Back issues of the P–10 Supplement/VCAA Bulletin P–10 are published in PDF format and are available on the VCAA website under VCAA Bulletin.
Multiculturalism in the VELS
Multicultural perspectives form an integral part of the VELS and covers a range of standards across the domains focussing on areas such as
- the diversity of Australians
- understanding aspects of culture and cultural heritage in relation to Australia
- the countries in our region and the globe
- principles and values which underpin a harmonious, pluralistic democracy
- initiation and maintenance of positive social relationships with a range of people in a range of contexts
- connections between language and culture and the influence of culture in students lives
- exploration of various forms of cultural expression.
For more information see Multiculturalism in the VELS.
National Consumer and Financial Literacy Framework in the VELS
The National Consumer and Financial Literacy Framework was developed in 2005 for the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) to articulate further the learning needed to fulfil the National Goals of Schooling 1999.
The Framework focuses on learning in Years 3, 5, 7 and 9 around understanding money, consumer education, personal finance and money management. There is a strong link across VELS with many of the knowledge and understandings integrated primarily into The Humanities – Economics domain.
For more information see National Consumer and Financial Literacy Framework in the VELS.
VELS and Employability Skills
In 2002, the Department of Education, Science and Training, the Australian Chamber of Commerce and Industry and the Business Council of Australia published an Employability Skills Framework in recognition of the changing nature of work and skills required by enterprises to ensure longterm economic growth.
Employability skills are in effect, generic skills that have a broader application and are as important to effective participation in the community as they are to effective participation in paid employment. These skills have been identified as:
- Communication
- Problem solving
- Team work
- Learning
- Self-management
- Planning and organising
- Technology
- Initiative and enterprise.
VELS and Employability Skills chart
Particular facets of the employability skills are appropriate for students to develop in a school context and there is a close relationship between these and the VELS at Level 6 in the Interdisciplinary and Physical, Personal and Social learning strands. The chart is available at VELS and Employability Skills.
Sample Units
A number of sample units have been developed which illustrate Level 6 standards and related employability skills. Three units have been published, Channel Deepening, The Ins and Outs of Waste, Australians - Yesterday and today, New for old and Designing for a client which are available at Sample Units Level 6. Other units will be added progressively.
Concepts and Skills charts
Standards in each of the VELS domains focus on key concepts and skills that students are expected to understand or develop as they progress in the domain. Charts have been developed for the Interpersonal Development, Personal Learning, Information and Communications Technology and Thinking Processes domains that identify these concepts and skills in each dimension across the levels.
Each concepts and skills chart focuses on one dimension and includes:
- for each concept or skill, the expectations of students at each level
- links to a number of teaching and learning activities which illustrate ways the concept or skill can be incorporated in different curriculum contexts.
Teachers can use the charts individually or in professional learning teams to:
- support their understanding of the standards at a particular level
- see clearly how students’ understanding of each concept or application of each skill should develop across the levels
- support planning of explicit teaching, learning and assessment activities
- stimulate thinking about the application of the domains across the curriculum.
